Classroom Power Minutes
By Reed Markham
World Languages and Speech Department
Daytona State College
Goal: To offer suggestions for using remaining time at the end of the public speaking class
I recently visited Washington, D.C. and believe that we live in a day of power ties, power meetings, power clothing and power conversations. I would like to introduce a new concept for speech teachers- the classroom power minute. One of the difficult challenges facing teachers of public speaking courses is what to do with the last 5-10 minutes remaining at the end of a class period. What alternatives are available when your lecture or classroom presentation is finished before the end of the class period?
In discussing the subject with my students, I noted a number of undesirable alternatives; stretching out a lecture to fit the time limit; excusing the class early; allowing time for students to work on class homework , or study for other classes; and wasting the remaining time on idle conversation. These alternatives waste valuable teaching time, lessen instructor control and give the student the impression the teacher is unprepared.
Another alternative to using classroom time involves using power minute presentations. This strategy consists of a brief but significant experience that develops public speaking and critical thinking skills. Power minute presentations are ungraded, spontaneous activities that allow a few students (or the entire class) to perform a communication task. You may want to consider the following three power minute presentations:
Power Panel: This activity begins with selecting four or more students to stand in the front of the room for an impromptu panel discussion. You should compile a list of discussion questions dealing with local, state, national, or international issues. For example, you want the students to discuss the rising cost of tuition, pollution of beaches, the homeless, or technology addictions. You should provide some brief facts and contextual information and a few discussion questions. You should encourage the class to present questions and challenges to the power panel. At the conclusion of the power panel discussion, you should provide a brief summary of questions discussed. This activity encourages critical thinking and an opportunity to assist students in dealing with speech anxiety.
Power Statements: This activity involves participation by every member of the class. You begin the activity by asking each class member to write a paragraph on a specified discussion question or concept. For example, you may ask the class to write a paragraph summarizing the most important points to remember in organizing an informative or persuasive speech—or you could present a problem situation for the students to solve. For example, you could request a paragraph on how to solve our nation’s increasing college tuition rates. Remember to encourage students to organize their thoughts quickly and to complete the paragraph by the end of the class period. Students’ power statement is one way to provide students with critical writing opportunities.
Power Impromptu: This activity gives students an opportunity to overcome speech anxiety and to think on their feet. The student draws three topics and has a moment to gather his/her thoughts before presenting an impromptu speech based on one of the topics selected. For example, a student may be given a quotation to review by the teacher. The student is instructed to prepare a brief impromptu speech, describing what the quotation means to them. For example, a teacher could distribute the following quotations to class members:
It is generally better to deal by speech than by letter. –Francis Bacon
Speak properly, and in as few words as you can, but always plainly, for the end of speech is not ostentation, but to be understood. –William Penn
Speaking requires even more simplification than writing- a reader can ‘reread’ a sentence, but listeners get easily distracted. Express yourself simply, then repeat the message.-Jack Anderson
Be prepared. If you are prepared 95/5 of the fear of speaking will leave you. You need the other 5% to keep you humble. –Don Aslett
By Reed Markham
World Languages and Speech Department
Daytona State College
Goal: To offer suggestions for using remaining time at the end of the public speaking class
I recently visited Washington, D.C. and believe that we live in a day of power ties, power meetings, power clothing and power conversations. I would like to introduce a new concept for speech teachers- the classroom power minute. One of the difficult challenges facing teachers of public speaking courses is what to do with the last 5-10 minutes remaining at the end of a class period. What alternatives are available when your lecture or classroom presentation is finished before the end of the class period?
In discussing the subject with my students, I noted a number of undesirable alternatives; stretching out a lecture to fit the time limit; excusing the class early; allowing time for students to work on class homework , or study for other classes; and wasting the remaining time on idle conversation. These alternatives waste valuable teaching time, lessen instructor control and give the student the impression the teacher is unprepared.
Another alternative to using classroom time involves using power minute presentations. This strategy consists of a brief but significant experience that develops public speaking and critical thinking skills. Power minute presentations are ungraded, spontaneous activities that allow a few students (or the entire class) to perform a communication task. You may want to consider the following three power minute presentations:
Power Panel: This activity begins with selecting four or more students to stand in the front of the room for an impromptu panel discussion. You should compile a list of discussion questions dealing with local, state, national, or international issues. For example, you want the students to discuss the rising cost of tuition, pollution of beaches, the homeless, or technology addictions. You should provide some brief facts and contextual information and a few discussion questions. You should encourage the class to present questions and challenges to the power panel. At the conclusion of the power panel discussion, you should provide a brief summary of questions discussed. This activity encourages critical thinking and an opportunity to assist students in dealing with speech anxiety.
Power Statements: This activity involves participation by every member of the class. You begin the activity by asking each class member to write a paragraph on a specified discussion question or concept. For example, you may ask the class to write a paragraph summarizing the most important points to remember in organizing an informative or persuasive speech—or you could present a problem situation for the students to solve. For example, you could request a paragraph on how to solve our nation’s increasing college tuition rates. Remember to encourage students to organize their thoughts quickly and to complete the paragraph by the end of the class period. Students’ power statement is one way to provide students with critical writing opportunities.
Power Impromptu: This activity gives students an opportunity to overcome speech anxiety and to think on their feet. The student draws three topics and has a moment to gather his/her thoughts before presenting an impromptu speech based on one of the topics selected. For example, a student may be given a quotation to review by the teacher. The student is instructed to prepare a brief impromptu speech, describing what the quotation means to them. For example, a teacher could distribute the following quotations to class members:
It is generally better to deal by speech than by letter. –Francis Bacon
Speak properly, and in as few words as you can, but always plainly, for the end of speech is not ostentation, but to be understood. –William Penn
Speaking requires even more simplification than writing- a reader can ‘reread’ a sentence, but listeners get easily distracted. Express yourself simply, then repeat the message.-Jack Anderson
Be prepared. If you are prepared 95/5 of the fear of speaking will leave you. You need the other 5% to keep you humble. –Don Aslett
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